An Ontological Perspective on the Development of Home–School Partnership Relationships with Indigenous Communities

Abstract

We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) — community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development of culturally responsive leadership in 84 secondary schools. The aim of the leadership intervention was to improve school practices and enable Indigenous Māori students to achieve and enjoy educational success as Māori. Reanalysis of interview material revealed categories related to relational being that highlight both opportunities and impediments to authentic relationships between schools and communities and the development of culturally responsive leadership. This paper attempts to create a framework in regards to relational ontology within a broader struggle for transformative praxis and to provide direction for further theoretical and practical investigation within schools.

A systematic review of Indigenous parents' educational engagement

“…This painful impact of colonial rules was even more problematic for parents, mostly with studies conducted in Australia, Canada, New Zealand and the United States. These parents' negative memories from the past were passed on to the present, affecting their understanding of school (Huber et al, 2018; Lowe, 2017; Ratcliffe & Boughton, 2019) and contributed to their reluctance to be actively involved in their children's school (Chodkiewicz et al, 2008; Hindle et al, 2017). Difficult stories such as loneliness and isolation and painful experiences with residential schools often shaped their beliefs about their children's schools today (Huber et al, 2018).…”

“…The intergenerational impacts of residential schooling and an unfriendly school environment made parents uncomfortable in the school setting (Hare, 2011; Huber et al, 2018; Kaomea, 2012; Mills, 2004; Moon, 2017). Even stepping into the school gates became an obstacle, for those with negative school experiences (Hindle et al, 2017). Some parents were reluctant to communicate with their children's teacher because of the belief that the teacher would be judgmental about their capacities (Mills, 2004).…”

“…Mutual relationships with the local community helped schools reach parents more effectively (Grace & Trudgett, 2012; Sims et al, 2012). Consulting with community members about kinship culture and Indigenous beliefs (Barblett et al, 2020), highlighting the establishment of authentic community leadership (Lowe, 2017; Madden et al, 2013), taking part in cultural immersion workshops (Burgess & Cavanagh, 2015), involving local community members in decision making (Hindle et al, 2017; Paradise & Robles, 2016; Savage et al, 2014) and school activities (Savage et al, 2014; Tunison, 2013) enriched the teachers' understanding, especially among non‐Indigenous teachers, on the centrality of Indigenous culture. Inviting elders or local community members into the cultural activities of a mentoring programme was an excellent way to instil identity, to teach culture, local wisdom and ancestry (Guilfoyle et al, 2010; Hare, 2011) and to support students to use appropriate behaviour (Chodkiewicz et al, 2008).…”

“…Seven studies identified that parents assessed their primary role in their children's education to uphold their cultural values, help children know who they are, where they came from and accept that identity. Parents emphasised that their children's Indigenous identity was more important than schoolwork (Hindle et al, 2017). Indigenous parents considered school to be the second priority after the family for their children.…”

Enhancing parental involvement in student learning

“…For example, barriers to nurturing parental and whánau involvement in school decision making, including difficulties in establishing relational trust, mechanisms for strengthening community engagement, and shared responsibility for student learning, were found in the evaluation of the He Kakano professional development project (University of Waikato & Te Whare Wánanga o Awanuiárangi, 2010; Hynds et al, 2013). School leaders identified difficulty in understanding policy statements (such as "achievement as Máori") as a barrier to enhancing their responsiveness to learners and their whánau (e.g., Averill et al, 2014;Hindle, Hynds, Averill, Meyer, & Faircloth, 2016). Leaders also identified needing greater understanding of how to develop coconstructive approaches for learning and communication and stronger personal understanding of te reo me tikanga Máori to help them implement policy and nurture home-school partnerships with Máori parents and students (Averill, Hynds, Hindle, & Meyer, 2015), sentiments borne out by data from classroom observations and interviews with students and whánau (e.g., .…”